Do's.docx

The Don'ts and Don'ts of Teaching Gary Rubinstein Here are 10 mistakes a rookie should avoid. One piece of advice that I've seen in numerous books about teaching is to always phrase classroom rules positively. Instead of phrasing a rule as "no talking," for instance, teachers should phrase it as "talk in turn." The theory, I suppose, is that when students are told not to do one thing without being told what they should do instead, they may not know their options. Proponents also argue that phrasing rules in the positive is less confrontational; rebellious students will be less apt to break a positively stated procedure than a negatively worded rule. I don't buy this. For new teachers, especially, classroom rules need to be rules, and a rule should be stated in the clearest way possible. Many of the most important rules adults have to abide by are written in the negative: No parking. No dogs allowed. Do not disturb. Do not pass go. Do not collect 200 dollars. Thou shalt not kill. The same books that suggest this positive approach to rule making often take a similar approach to the rules they suggest new teachers should abide by. But just as it's wrong to be too subtle when instructing children, it's wrong to be too subtle when instructing new teachers. This is particularly true when the teachers are trained through a crash-course alternative certification program. As a product of the second-ever Teach for America institute back in the summer of 1991, I was taught the essentials of teaching in this indecisive way. As a new teacher, my classroom performance suffered partly because of this lack of clarity. I was told that there are many correct ways to do something. Although this is true, there are also many wrong ways to do something. Rookie teachers, who struggle to sort out right ways from wrong, would be better served by a clear list of behaviors to actively avoid. I made all the mistakes I describe here in my first year of teaching. As nobody clearly warned me about these mistakes, I had to learn for myself through trial and error. Unfortunately, by the time I realized that I'd made these blunders, I'd already lost my students' respect. It was too late to convince them that I knew what I was doing. Sherlock Holmes always maintained, "Eliminate all other factors, and the one which remains must be the truth." We can apply this principle to teaching: It's a lot more efficient to learn a few mistakes that you should avoid than to learn all the things you should do right. When I compare my awful first year with my very successful second year, the main difference was not so much what I did as what I didn't do. Here are 10 rookie teacher mistakes I wish I'd avoided.

1. Don't try to teach too much in one day. This is an easy mistake to make because it's intertwined with another rule for new teachers: Have high expectations. Of course teachers should always expect students to do their best. But the oversold exhortation to "have high expectations" needs further explanation. If it were only that easy, every teacher would be hugely successful. New teachers, particularly those without extensive student teaching, take this advice too literally and create lessons that are too difficult, too long, or developmentally inappropriate. Even as a veteran teacher, I still often attempt to do too much in one day. It comes from my desire to not bore students by doing too little. But the risks of overpacking a class period are too high; better to split a lesson originally planned for one day into a two-day affair. If you rush your lesson, it might not be received well by students. Then you'll have to spend the next day doing the dreaded reteaching.

2. Don't teach a lesson without a student activity. One problem new teachers have is that they think they need to plan each lesson "chronologically." First they plan their opening exercises, then their direct instruction and classroom discussion questions, and, finally, their activity. The problem is that they frequently spend so much time thinking about all the great things they're going to say in their direct lesson that they use up their planning time—or fall asleep—before creating the most important, most time-consuming, component. I advise new teachers to always plan their activity first, even if it's the last thing that will occur. We can wing direct instruction and discussion if necessary but not a thoughtful learning activity. When a lesson has no activity, students get restless and tune out. And I find I'm more enthusiastic and efficient with direct instruction when I know I have a great activity coming right after my instruction.

3. Don't send kids to the office. No matter how many times a principal says, "just send them to me," it's not a good idea. When you send kids out, it soon becomes the only thing they'll respond to. In some schools, the office is nothing more than a place where disruptive kids hang out with one another. In my first teaching year, I intercepted a note that said, "Get sent to the office 6th period. I'll meet you there." "So," you might be thinking now, "what should I do when students are misbehaving?" I have no pat answers about the complex question of how to handle challenging behavior, but I do know that if you avoid the mistakes I mention here, you won't have as many discipline problems. And, unfortunately, if you do make these mistakes, anything you try to do to fix your discipline problems will be as ineffective as sending kids to the office.

4. Don't allow students to shout out answers. Watch any current movie about a transformational teacher and you'll notice the lively discussions that go on in her class. She'll pose a question. One student will call out a poignant response, another will chime in, and then yet another. These scenarios could make a novice teacher feel that in a well-run classroom students don't need to raise their hands to make comments.

But novice teachers need to know that it takes a fictional teacher-hero or heroine to get away with letting students call out. Other students in the class often zone out when they know there's no chance that the teacher will call on them, so what feels like a class buzzing with discussion is really just a few kids speaking up while the rest pretend to listen. Instead, expert teachers pose thoughtful questions, wait for plenty of hands to go up, and then call on a volunteer—or even a nonvolunteer.

5. Don't make tests too hard. Although teachers use tests to gauge how well students are learning, students often use a test to gauge how well the teacher is teaching. If you accidentally—or purposely—make a test too hard, neither thing will be accurately measured. You might realize that the students underperformed on your too-difficult test, but students might just assume that you didn't teach well. This will make them less enthusiastic about learning from you. When I finish making a test, I often cut out about 25 percent of the test to make it more manageable. One way to do this is to assign a priority level of 1, 2, or 3 to each question, with 1 being high priority and 3 lower priority. Then you can keep all the 1s and cut all the 3s. Kids are not insulted by an "easy" test. It gives them confidence.

6. Don't be indecisive. Although this could certainly be phrased more positively ("be decisive"), I phrased it this way to emphasize that teachers must actively avoid indecisive behavior. When a student asks a question like, "Can I do my test in red ink?" you have three seconds to pause, consider the question, and answer yes or no. There is no wrong answer, only a wrong way of saying it. If you conclude you've made a bad decision, it's possible to reverse it the next day. Even your reversal, however, must be done decisively: "I thought that, but now I think this. Let's move on."

7. Don't tell a student you're calling home. When you've decided, in your mind, that you've had enough, keep that information to yourself. Calling home is one of the best things you can do to respond to student misbehavior, but it must always be a surprise. When you warn a student you're calling home, that student often increases his misbehavior because he wants his classmates to think that he doesn't care, even if he does. Also, if you warn a student, she will get a chance to intercept your call, warn her parent, or distort the facts. Finally, you'll look like someone who can't follow through on a threat if, for whatever reason, you are unable to reach the parent that evening.

8. Don't try to be a buddy. Another mistake we learn from inspirational movies is that to get through to certain kids, you've got to be their buddy. Although all teacher training programs warn about the problems with trying to be a student's friend, it is still a common new teacher mistake. New teachers may follow the prohibition in the beginning of the year but let up on it way too soon, when things are going well. I suggest you mark on the calendar a random day, some day in February, to be the first time you carefully cross the buddy line for a short visit before returning back.

9. Don't dress too casually. New teachers often intentionally dress so that they don't look like the typical teacher, believing that a traditionallooking teacher will have trouble reaching certain kids. A new teacher with a casual personal style outside the schoolhouse may genuinely believe, "If I'm not myself, these kids will pick up on it immediately." I disagree. If you look like a teacher, they will treat you like a teacher. Not appearing like a professional is way too big a risk.

10. Don't babble. New teachers are usually nervous, and nervous people often babble. The more words you say, the less value each word has. I once heard that teachers get to say about 10,000 words before the students stop listening, and that new teachers use up their words in the first week. Choose your words carefully.

Fewer Mistakes = More Learning The urgency of avoiding mistakes is stronger in teaching than in most professions. The only profession where it's more difficult to salvage your mistakes is tightrope walking. Because we deal with students, who hold on to first impressions, teachers don't get to start over with a fresh slate after making numerous mistakes, the way a waiter might. Being aware of these 10 mistakes doesn't mean that you'll never make them. Even after 20 years of teaching, I still struggle daily to avoid these blunders. But every mistake you avoid will lead to a better learning experience for your students. As teachers, we might learn from our mistakes. Our students won't.

DO’S OF TEACHING

• Always maintain a professional demeanor, even when provoked by an administrator, parent or child. To remain in self- control is always difficult, since we all have feelings and an innate urge to react when we are accused. To remain composed depicts maturity and professionalism.

• Be objective; avoid inflammatory comments in your notes sent home or to the principal. Write honest progress reports; don’t bend facts or ignore problems, regardless of pressure from administrators or a wish to sugarcoat the truth. Children detest teachers who distort the truth to protect themselves when they are in error.

• Have backup plans when a given activity is not working. Teachers are expected to be flexible with strategies, so if in the midst of a lesson an approach is not working teachers have the autonomy to simply adapt a better technique.

• Plan for different learning styles (i.e., visual, kinesthetic, audio, verbal). Keep in mind that children learn differently and so every lesson should have a variety of conditions that would help to promote the concept. For example, the use of manipulative, documentary, pictures, realia, postcards, newspapers, books, shapes, etc.

• It is important for teachers to remember each child has individual differences. No two students are alike. Never compare students personally.

• Plan for different learning ability levels. Research implies that children learn best from their peers so cooperative learning should be incorporated in lessons whenever appropriate.

• Allow children to select projects. Give them a selection to choose from. In giving choices more effort will be shown. Focus on the process rather than the product.

• Let children be risk-takers and make mistakes. Encourage them to try and try again! We learn from our mistakes to correct procedures and processes.

• Use teachable moments to reinforce integration of subjects and values.

• Plan instruction considering three phases: before, during and after reading.

• Routinely self-reflect and collaborate on instructional practices and student progress within school. Always ask yourself, did I use the best approach in teaching the concept? What could I have done better to reach every child? Did I adequately plan for the students and were the activities meaningful?

• Create and give opportunities for students to use cognitive strategies to synthesize, analyze, evaluate and make applications to authentic situations.

• Create literacy rich environments that depict words and print everywhere; provide opportunities and tools that engage students in reading and writing activities, and celebrate students’ reading and writing efforts.

• Prepare students for success in school and in life using a balanced curriculum.

• Incorporate the PIES model as taught by Kagan structures so that children can take ownership of their learning.

• Create active participants rather than passive observers in every lesson. The days of teacher-centered lessons are over and teachers have to think of creative ways to deliver the lessons via child friendly approaches since some children’s attention span are limited and they are easily distracted.

• Routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

• Inspire students with a passion for lifelong learning. This teacher realizes that the expectations established for the students greatly affect their achievement; the teacher knows that students generally give as much or as little as is expected/allowed from them.

• Create a sense of community and belonging in the classroom. The mutual respect in this teacher’s classroom provides a supportive, collaborative environment.

• Be warm, accessible, enthusiastic and caring. This type of teacher is approachable, not only to students, but to everyone on the school site. This is the teacher to whom students know they can go with any problems or concerns or even to share a funny story. Great teachers possess good listening skills and take time out of their way-too-busy schedules for anyone who needs them. If this teacher is having a bad day, no one ever knows—the teacher leaves personal baggage outside the school doors.

• Maintain professionalism in all areas from personal appearance to organizational skills and preparedness for each day. The teacher’s communication skills are exemplary, whether speaking with an administrator, one of her students or a colleague.

• Assess student’s performance periodically and give prompt feedback. Always save samples of students’ corrected work in the event there is a grade audit.

• Set high standards and expectations. Research says teachers get what they invest. It might sound harsh but what we put in is what we get out. If the only thing a teacher does is complain and finds faults then that teacher will have a hard school year.

• Treat every child with human dignity and respect. This might be hard for some of us depending on the behaviour of the child. Remember, however, that children show resentment because needs have not been met. Regardless of the circumstances, children are very receptive and kind to teachers who show that they genuinely care.

• Carry out duties with efficiency, and work without being constantly supervised.

• Practice punctuality; the early bird catches the most worms. The most successful teachers are those who arrive to school on time and make preparations for the day. In so doing activities will be carried out and there will be smooth transition between subjects.

• Consistently meet deadlines. Ensure that you keep a copy of all documents turned into your administrators.

• Dress to impress. Many times in life situations a person is judged upon how well he/she appears. The same holds true for teachers, whether in the classroom setting, during a job interview, parent conference or open house. Teachers should dress for success everyday of the

week,

unless

a

stated

dress

code

policy

allows

you

to

dress

casually

on

a

given

day.

Dressing for success has three main effects for teachers: Maintain respect, establish credibility and establish yourself as an authority figure.

• Dressing for success and following the established teacher dress code policy will help you obtain the respect and credibility necessary from students and parents. Students will tend to model the behavior and appearance they see in the classroom. An effective teacher will dress appropriately as a professional educator to model success. Your respect in the classroom begins with your appearance and you should strive to be a positive role model for each student.

Don’ts of teaching

• Don’t plan and teach in isolation. Children learn best when disciplines are integrated and they can make connections with how topics link together.

• Don’t act as though it’s an individual effort. Never think you can accomplish everything on your own. Working as a team will be more rewarding.

• Don’t fail to make corrections/ apply constructive criticisms that would result in the improvement of plans and interventions created on behalf of children.

• Don’t use texting language when writing lesson plans. Text messaging is for sending a brief, electronic message between two or more mobile phones, fixed or portable devices over a phone network.

• Don’t consistently teach children inaccuracies due to a lack of research. A teacher who teaches from the top of her head could find herself in serious trouble when information taught is incorrect and can be proven by children and parents. It’s imperative that teachers do intensive research to cover all bases. Always remember how difficult it is and almost impossible to UNLEARN what has been taught, especially if the fact or concept is wrong.

• Don’t resort to excuses on a weekly basis when plans are not submitted on time. Plans are the blueprint of a class and so when teachers fail to submit their plans they encounter behavioural problems, chaos and a waste of instructional and academic time.

• Don’t consistently inform parents via text or letter of the negative behaviors of children.

• Don’t label a child because of his socioeconomic status.

• Don’t deny inclusion of a child because he or she is unkempt.

• Don’t use sarcasm and ridicule as a quick fix to discipline children.

• Don’t victimize students by lowering their grades or issuing demerits due to previous negative encounters with parents.

• Don’t falsify students’ grades without checking papers.

• Don’t show a lack of empathy and concern for students’ wellbeing, especially when they are faced with sadness, grief or a difficult situation.

• Don’t insult children and refer to parents’ failures.

• •

Don’t Don’t

accept

throw bribery

and

duster gifts

from

and parents

to

chalk give

extra

at attention

to

students. their

children.

• Don’t use children as pawns to carry to and fro messages, monies, gifts, food, etc. from female or male counterparts.

• Don’t be too friendly and send mixed signals that could be interpreted as flirting and flaunting sexual appeal.

• Don’t use physical force and aggression to reprimand children.

• Don’t cheat children of contact time due to repeated medical issues and in some cases unexplained absences.

• Don’t underestimate children’s learning ability and so inadequately plan.

• Don’t send children out of class because of disruptive behaviours.

• Don’t walk out of a class when students’ behavior becomes too challenging.

• Don’t make fraudulent allegations against a teacher and a student.

• Don’t reach school every day and leave as the bell rings in the evenings without bringing proper closure to your work.

• Don’t wear provocative clothing fit for night life.

• Don’t create division amongst children because of abilities, residence in catchment areas and economic status.

• Don’t send all behavioral problems to the principals. Teachers who refuse to use their initiative and come up with alternative forms of discipline tend to lose total respect from their students and parents. As a matter of fact behavioral problems usually escalate.

• Don’t make tests too hard so that almost every child fails. Tests are basically administered to analyze what children have learnt, what they did not grasp or what they need reinforcement in. If every child fails then it means the teacher fails as well and that the teacher simply has to re-teach the concepts using another approach.

• Don’t babble. Try your best to be assertive and even when nervous remain composed. Show confidence and familiarity with the topic being taught.

• Don’t dismiss reports of bullying. Take every report seriously and document. Handle the situation quickly before it gets out of hand.

• Don’t attempt to handle all behavioral problems by yourself. Sometimes you will need advice from colleagues and administrators that could offer better insight into the situation.

• Don’t exclude children from class parties, exam, trips etc. when they cannot contribute payments.

• Don’t send messages or insulting notes to parents.

• Don’t display dishonesty when it comes to the collection of monies for water, clubs, class projects and fundraisers.

• Don’t create a coup and encourage children to become anti-administration.

• Don’t fail to maintain teaching license. This means that even though you are in possession of a license whether provisional or full you are expected to attend professional development workshops to attain credit hours to sustain the license.

• Don’t take children on a school trip without getting the proper authorization and in addition, don’t modify the itinerary of trip after approval has been granted.

• Don’t participate in criminal misconduct outside of the school setting.

• Don’t engage in the use and possession of illegal drugs.

• Don’t intentionally destroy school property when accused of wrongdoings.

• Don’t attend school in a drunken and disorderly state. Don’t display lawlessness in public places due to intoxication.

• Don’t carry on your person or at school firearms and ammunition that pose a threat to human life.

• Don’t circulate indecent pictures of children such as pornographic images.

Every so often teachers have been summoned to appear in front of the Belize Teaching Service Commission for committing a repeated and major offense. Honestly, absolutely no teacher wants to experience this, but it’s inevitable. Even though rules exist they are still broken at times and hence some teachers are penalized when found guilty with varying degrees of reprimand. For example, a teacher could have his/her license revoked depending on the crime/infraction or a teacher can lose a portion of his salary. He/she can even be placed on suspension.

Since we are only in the second month of the academic school year and the onus is placed on school leaders to document infractions I urge all teachers to read the Statutory Instrument No. 87 of 2012 Education Amendment Rules, 2012 particularly the part that has to do with minor and major offences and develop familiarity with them. Developing familiarity with the infractions will help a teacher to avoid being guilty or found in default. In the end, teachers teach more by what they are than by what they say.